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“Hounding the Innocent” Racial Profiling. Standards and Objectives Standards  1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students.

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Presentation on theme: "“Hounding the Innocent” Racial Profiling. Standards and Objectives Standards  1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students."— Presentation transcript:

1 “Hounding the Innocent” Racial Profiling

2 Standards and Objectives Standards  1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately.  2.1 Reading Comprehension Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices.  2.2 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and word choice in the text.  1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions. 1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and an understanding of English usage. 1.2 Produce legible work that shows accurate spelling and correct punctuation and capitalization. Objectives  Students will be able to…  confirm or deny their predictions  identify if they have been persuaded by the text and the reasons why or why not  identify passive verbs, subjects, and agents in sentences  change active verbs to passive verbs

3 Group Discussion Activity  Now that we have all read the essay…  Activity 6: number off into groups of four and discuss the following questions:  1. Which of your predictions turned out to be true?  2. What surprised you?  3. Are you persuaded by the text?  Write down your answers on a separate sheet of paper.

4 Group Discussion Activity Continued…  Activity 7: number off into new groups. Discuss the following questions and write down your groups answers.  1. What is racial profiling?  2. Why does Herbert use the word “Faces” in the subheading of the first section of the essay?  3. What connotations does “anti-loitering” have for you?

5 Rereading the Text  For the second reading of the text you should read “against the grain” or play what is called the “doubting game.”  As you read the essay again do the following tasks, IN PENCIL on your copy of the essay:  Record the essay’s thesis.  State the thesis as a question.  Underline the details throughout the essay that directly answer the question you have written.  Label the following points in the left-hand margin:  The introduction  The issue or problem the author is writing about  Examples given by the author  The author’s main arguments  The conclusion  In the right-hand margin, write your reactions to what the author is saying.


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